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Werfel, Krystal L.; Krimm, Hannah – Australian Journal of Learning Difficulties, 2015
The purpose of this study was to examine the utility of the Spelling Sensitivity Score (SSS) beyond percentage correct scoring in analyzing the spellings of children with specific language impairment (SLI). Participants were 31 children with SLI and 28 children with typical language in grades 2-4. Spellings of individual words were scored using…
Descriptors: Spelling, Scores, Children, Language Impairments
Kelso, Katrina; Whitworth, Anne; Parsons, Richard; Leitão, Suze – Learning Disability Quarterly, 2022
Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification.…
Descriptors: Reading Difficulties, Reading Comprehension, Oral Reading, Grade 3
Duff, Dawna M.; Hendricks, Alison E.; Fitton, Lisa; Adlof, Suzanne M. – Journal of Learning Disabilities, 2023
We examined how children (N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 school district in the U.S. state of South Carolina via classroom screenings and met common research criteria…
Descriptors: Language Impairments, Developmental Delays, Dyslexia, Grade 2
What Works Clearinghouse, 2010
"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components. The first component aims to build…
Descriptors: Computer Assisted Instruction, Reading Programs, Reading Fluency, Reading Comprehension